MENTOROBhttps://blogit.jamk.fi/mentorob
An Asia-Programme, MENTOROB, implemented by the School of Health and Social Studies in autumn 2017, aims to develop a mentoring programme for professional practice for physiotherapy students with Japanese partner university Takasaki University of Health and Welfare.
Mon, 17 Sep 2018 06:00:31 +0000 en-GB
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1 https://wordpress.org/?v=5.1.1Evaluation of practical training period at JAMKhttps://blogit.jamk.fi/mentorob/2018/09/17/evaluation-of-practical-training-period-at-jamk/
Mon, 17 Sep 2018 06:00:31 +0000http://blogit.jamk.fi/mentorob/?p=28Ms Sato had her final evaluation of the practical training on the completed module, Developing Expertise, 6 ECTS on 12th of September, 2018.

Ms Sato reflected her personal objectives at the end of the training, concluding that the main objective, being able to understand and to reflect the differences physiotherapy practices between Japan and Finland was reached. She also got to rotate within various sites in the clinic, which made is possible to encouter various clients and gave her the opportunity to practice her language skills.

The main challenge in mentoring and supervision during the exchange was the lack of joint language. However, Ms Sato’s supervisors at the Central Hospital took the supervision of Ms Sato as a challenge, to also imporove their own English skills and to learn from the physiotherapy practices in Japan. Ms Sato also got to work with JAMK physiotherapy students during her stay at the hospital and got used to the daily routine of the hospital very quickly. According to supervisors, Ms Sato was highly interested in various patients, active and positive student. She was very interested in the treatment pathways of various clients including the lenght of different patient groups, which offered her a better picture of the overall rehabitalitation system in Finland. Despite the language difficulties, Ms Sato was very accurate and approached clients in a positive manner.

At the end of her practical training, Ms Sato joined a Finnish-Japanese Intensive period held at JAMK during 9-16 September with presentations on her practical training at the Central Hospital as well as a visit to a rehabilitation Centre Peurunka. She returned to Japan with the Japanese student colleagues 18th of September.

Takako Sato reflecting her learning at end of the practical training.

]]>Exchange period at JAMKhttps://blogit.jamk.fi/mentorob/2018/09/12/exchange-period-at-jamk/
Wed, 12 Sep 2018 14:24:53 +0000http://blogit.jamk.fi/mentorob/?p=19Ms Takako Sato arrived to Jyväskylä 20th of August with her professor, Dr Yosuke Tomita. She was met by JAMK hosts (project personnel), and the appointed tutor student.

The first two days of the exchange were spent for orientation. Ms Sato got to know the city, learn about JAMK, the degree programme in physiotherapy, got familiar with information systems and services available for exchange students. She was also oriented to the MENTOROB project by Senior lecturer, Kari Vehmaskoski.

Ms Sato started her practical training at the Central Finland Central Hospital on 22 August. At the start of her practice, Ms Sato met her placement supervisors. During her exchange, she was supported by a Japanese nursing student of JAMK and also got to meet JAMK student Siiri Rauhamäki, who is due to depart to Takasaki end of September. Due to Ms Sato’s interest in sports physiotherapy, she also got to visit, KIHU – Research Institute for Olympic Sports. Her practical training at the Central Finland Central Hospital, policlinic of physiatry, lasted for 4 full weeks (22.8-12.9.2018). Practical training was completed as observation, where Ms Sato followed rehabilitation sessions with various clients. Ms Sato worked full weeks with 8 working hours per day. Each week also included a mentoring session with JAMK supervisor, Kari Vehmaskoski. Ms Sato’s supervisors at the Central Hospital were Ms Paula Berg and Ms Sanna-Maria Mäkelä.

Prior to the exchange period it was agreed that Ms Sato shall reflect her learnings through a blog, however, partners agreed that Ms Sato will upload her weekly learning diary to Google Drive: https://drive.google.com/drive/folders/1EFOd4ms6s7u4b24ZWH0E703mGuZf2vfv

During her practical training, Ms Sato worked with her supervisors and also followed the work of a peditrician. She encountered various clients from children to adults, including prosthesis and back pain clients. She worked with various methods and devices during her practical training, including CPM. In addition, Ms Sato got familiar with the rehabilitation methods and treatment pathways of the hospital.

In her daily diary, mainly written in Japanese, Ms Sato also reflected her cultural encouters in Finland. Naturally dealing with Finnish, Japanese and English, is a challenging match. However, she was interested in learning new and exploring the Finnish autumn-like nature. Her professional development from the practical training deal greatly with many of the differences between the rehabilitation process between Japan and Finland. She also learnt a great deal about the health care and social and welfare system of Finland, influencing the work of hospital professionals.

]]>Student selection processhttps://blogit.jamk.fi/mentorob/2018/06/15/student-selection-process/
Fri, 15 Jun 2018 09:38:34 +0000http://blogit.jamk.fi/mentorob/?p=17Student application for MENTOROB was just finished. Ms Takako Sato, a second year physiotherapy student will join JAMK for one month’s practical training at the physiotherapy department at Central Finland Central Hospital during 20 August – 16 September. In turn, Siiri Rauhamäki, final year physiotherapy student from JAMK will join Takasaki for combined practical training and study during 27 September – 11 December. The mobility periods of both countries, together with actual working life content, focus on enhancing internationalisation skills of the students, with the importance of reporting and self-reflection in competence building through digitalisation. The exchange in Takasaki also aims to introduce robotic appliances for the JAMK student in practical training settings.
]]>Enhancing student support and mentoringhttps://blogit.jamk.fi/mentorob/2018/05/12/enhancing-student-support-and-mentoring/
Sat, 12 May 2018 09:19:37 +0000http://blogit.jamk.fi/mentorob/?p=9Through face to face meetings and shared on-line discussions partners identified several student support functions to be used in the project. The main, and most important part was the commitment of responsible persons to the project. Similarly to JAMK, the physiotherapy team appointed two responsible lecturers on charge of the student mobilities taking place in autumn 2018. The exchange of all documentation related to student mobility and practicalities, including required paper work and guidance on student supervision was exchanged in spring 2017, prior to student application process. It was also agreed that at the start of the student exchange at JAMK, responsible lecturer from Takasaki will join the Japanese physiotherapy student for the first week for orientation and support. The visit will also be meaningful from the view point of getting to know the practical training place and supervisors at the place of work. Furthermore, student learning and mentoring is to be enhanced with weekly face to face discussions with responsible lecturers at the place of work.

Second tool used in orientation was the on-line platform Optima, that included all relevant information on the project, student mentoring and training. Other support tools included Skype sessions, and tutor students appointed for the mobiilty participants. MENTOROB mobility process for students identified the learning goals, reflection, feedback and assessment information which was shared on-line with details on the gathering of daily portfolio for exchange taking place at JAMK August 2018 onwards.

]]>Student learning in MENTOROBhttps://blogit.jamk.fi/mentorob/2018/04/20/student-learning-and-accreditation/
Fri, 20 Apr 2018 08:33:21 +0000http://blogit.jamk.fi/mentorob/?p=6Mentoring is the core function of MENTOROB, which means dialogue between the teacher / lecturer, student and the placement supervisor / mentor. Content and aims of mentoring are derived from the degree programme, curriculum and the field specific protocols. Mentoring is largely influenced by culture, ways and methods of working, including dialogue.

For MENTOROB, the core focus of mentoring and guidance is internationalisation, thus the mentoring TOOL KIT developed for the programme aims in enhancing student’s learning through the following steps:

During the first year of the project life cycle, partners wanted to pay special attention to student accreditation and its meaning in student learning process. It was recognised that despite the importance of accreditation and its meaning in continuation of studies and on-time graduation, there are still differences between countries, universities and even faculties concerning the recognition process. Project partners recognised that without clear focus on accreditation and recognition of completed training / studies in the partner country, student self-reflection and learning during the mobility will be vague.

Although Japanese universities have taken a strong focus towards supporting active learning through practical training opportunities for a more functional analysis of student competences, the practices between Finland and Japan still vary greatly. This especially concerns fields in social and health care, built on the grounds of local history, society and legislation.

The student mentoring platform used in MENTOROB focuses on the learning and mentoring process of the student, responsible professors and training supervisors. From the dialogue shared between partners and associate stakeholders, it became evident that language barries in Japan in student supervision still prevail. In addition, the notion of self-reflection is better recognisable through written feedback rather than on-going dialogue. In turn, although the pace of work in Japan is greatly heavier than in Finland, practices in Finnish working life strongly demand independent actions, personal reflection, dialogue and constant feedback. Thus, the demands of Finnish training settings may be, for many, too hectic, from the personal point of view despite the actual pace of work.

Originally the project plan focused on three months student mobility to both countries. Due to changes in curricula, differences in accreditation processes together with the actual pedagogical practices, partners agreed that student mobility to JAMK is cut to one month, taking place in August-September 2018. In turn, student mobility to Takasaki is due to take place end of September onwards for two months.

]]>MENTOROB project guidelineshttps://blogit.jamk.fi/mentorob/2017/03/09/mentorob-project-guidelines/
Thu, 09 Mar 2017 08:58:33 +0000http://blogit.jamk.fi/mentorob/?p=2This blog is used for reporting and sharing experiences, especially from the view point of student mobility for MENTOROB, Asia-Programme 2017-2019.

MENTOROB is supported by the Finnish National Agency for Education and identifies the following aims:
1) To develop a mentoring programme for professional practice for third year bachelor level physiotherapy students of JAMK and Takasaki to enhance the development of internationalisation and robotic competences and to support the applicability of the competences in the working life;
2) To enable staff members of JAMK and Takasaki to enhance their knowledge in the area of international robotics to support future curriculum development in social and health care;
3) To enhance the importance of student mentoring in international contexts of Finnish and Japanese health care professionals;
4) To initiate the development of a multidisciplinary mentoring programme in rehabilitation between JAMK and Takasaki autumn 2019 onwards, making use of the developed knowledge through the project activities.

Programme started in summer 2017, and proceed to objective setting between JAMK University of Applied Sciences, School of Health and Social Studies and Takasaki University of Health and Welfare, Faculty of Health and Welfare.

Objective of the project is to focus on mentoring in student practical training in the area of physiotherapy. For this, partners have spent months through staff mobility to get to know the social and health care systems of both countries, degree programmes and curricula together with places of student practical training. During the student exchanges imbedded to the project, the idea is to utilise digital tools in student reflection. This includes shared e-learning platform for enhanced orientation and follow-up of personal learning, on-line reporting and blog writing. Student learning is also supported by face to face discussions and Skype meetings between the partners and the students. In addition, project aims in enhancing robotic knowledge in rehabilitation.

Student exchange in physiotherapy is set to take place in autumn 2018 with one student from both institutions spending a period of training / study in the partner country.